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This paper illustrated the new state of memory in terms of the act of representation through the notion of "récit" as the non-narrative entity outside of narratology in Maurice Blanchot, French literary theorist and novelist. This study used the argumentative method through theoretical and analytical design to move from Freud to Blanchot through discussing the notion of memory. For the present study, Freud ideas on memory was theoretically were analyzed in order to prove how Blanchot goes beyond Freud and propose the new state of memory. It was proved the récit happens outside memory completely in the sense that memory is no longer perceived as the place of past experience. For Blanchot, it is because what is called the present does not pass and we live always in this present in which there is neither presence nor absence. The new term 'the extended present' was coined to imply the absence of a being in a unified entity passing from the past to present and going into the future. Being does not come to presence. Therefore, it is illusory that the past is filled with events in associative chains of meaning or narrative organization. The récit neither narrates the past nor the present; it actually illustrates the impossibility of narration. Blanchot's view of memory is an empty space in the sense that the occurrence of events lingers from the past to the present and continues in future. An event does not begin and end in a specific period of time

This study aimed to compare the effectiveness of mindfulness-based therapy and cognitive-emotional therapy on the cognitive fusion of autoimmune patients. In this study, the research method was experimental with a pre-test-post-test design and a control group. The statistical population included all autoimmune patients in Tehran who were referred to medical centers in Tehran in 2019, and 45 autoimmune patients using the purposive sampling method were selected. This number of samples was randomly divided into two experimental groups (15 people in experimental group 1 and 15 people in experimental group 2) and a control group (15 people). The experimental groups were then trained in mindfulness-based therapy and cognitive-emotional therapy (for each therapy, seven weeks and sessions in two hours). But the control group did not receive any training. The instrument used was the revised Cognitive Fusion Questionnaire (Gillanders, Bolderston, Bond, Dempster, Flaxman, et al., 2014). Data were analyzed using a multivariate analysis of covariance. Finally, the findings showed that the effectiveness of both mindfulness and cognitive-emotional therapies on cognitive fusion components are desirable, but according to the mean, cognitive-emotional therapy was more effective than mindfulness therapy on the component of cognitive fusion. In conclusion, these therapies will help to decrease cognitive fusion and improve cognitive defusion in autoimmune patients.

This study followed discussion-based techniques using mobile phone technologies in order to compare Iranian EFL teachers' perceptions with their practices in higher education. Applying Convergent Parallel Mixed-Method Design, 73 English for Specific Purposes (ESP) instructors, teaching technical English courses to Law students at Islamic Azad University (IAU), South Tehran, Qods and Eslamshahr branches, completed a questionnaire, assessing teachers’ perceptions versus practices on the use of mobile phone technologies in discussion-based classes. Through typical-case purposive sampling, out of 73 ESP instructors, eight instructors (four traditional and four communicative), extracted through the questionnaire, joined semi-structured interviews, and their classes were observed during the semester by two observers completing the observation scheme. Afterwards, applying the grounded-theory-instigated analytical framework of Onwuegbuzie and Teddlie (2003), the triangulated observation-interview data were thematically analyzed through open, axial, and selective codifications congruent with Mishra and Koehler’s (2008) TPACK model components, i.e., technology, pedagogy and content knowledge. The results demonstrated EFL teachers' interest in interactional mobile phone technologies and in the content constituent, i.e., the second component of the questionnaire as well as the third module of TRACK model. Additionally, the results signified EFL teachers’ use of comparative translation activities for the reading comprehension skills via collaborative/cooperative reading strategies. Finally, this research represents some pedagogical implications for administrative executives in the Iranian Ministry of Science, Research and Technology to revise Law students’ curriculum, and positively alters material providers’ and ESP instructors’ attitudes toward using mobile phone technologies in discussion-based classes.